Monday, August 8, 2016: 3:20 PM
220/221, Ft Lauderdale Convention Center
Brenda Gail Bergman1, Stephanie Tubman2, Jacqueline E. Huntoon2 and Christopher Wojick2, (1)School of Forest Resources and Environmental Science, Michigan Technological University, Houghton, MI, (2)Michigan Technological University
Background/Question/Methods
This talk explores issues and opportunities for inquiry-based K-12 education that integrates ecology with other STEM disciplines. We draw on research with middle school teachers and students from across Michigan who are participating in a project to develop and test curriculum that engages students in investigating issues at the intersection of science and society in the Anthropocene. This work is relevant to many educators because the Next Generation Science Standards present opportunities for teaching science in an inquiry-based way, increasing the role of Ecology in K-12 education, and integrating Ecology with other sciences and engineering. Conceptually, ecological education is rich with opportunity for learning through inquiry and experience. However practically, most K-12 classrooms have short class periods and limited access to natural settings, constraining their opportunity for ecological investigations. We conducted research with over 60 baseline teachers to explore their perceptions of teaching Ecology and integrated science through inquiry. We also developed and piloted three units which emphasize inquiry based learning. We collected pilot teacher reflections via surveys and weekly interviews, and collected pre and post surveys of over 600 students regarding their attitudes about this approach to science education. This work is funded by the Herbert H. and Grace A. Dow Foundation.
Concerns of both baseline and pilot teachers include that inquiry-based instruction requires more time to plan, teach, or learn (expressed by 40% of teachers) and that students need additional support to overcome misconceptions. Yet most (85%) baseline teachers perceived that inquiry based methods increase student engagement and/or ownership in science education. Many emphasize that inquiry helps students own their knowledge, build a deeper understanding, and retain information. Similarly, pilot teachers reported that students were more engaged in science class during the piloting of these inquiry-based units than they normally are. Student engagement was particularly stronger after building ownership of the topics they were investigating. Students were less engaged by inquiry during extended activities involving analysis of preexisting data rather than primary data collection. This was a particular challenge for lessons addressing ecological concepts, which often worked with preexisting data. Classroom activities that include role play and perspective-taking helped to make ecology engaging for middle school students in the absence of opportunities to conduct ecological investigations outside of the classroom. Such activities can also be integrated into instruction a way that helps to address some of the key concerns that teachers expressed regarding inquiry-based methods.
